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Developing Reading, Reading Comprehension and Motivation: An Action

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Article in TED EĞİTİM VE BİLİM · July 2020

DOI: 10.15390/EB.2020.8977
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Education and Science
Vol 46 (2021) No 205 69-92
Developing Reading, Reading Comprehension and Motivation: An

Action Research Study
Hayati Akyol 1, Ülkü Çoban Sural 2
Abstract Keywords
The aim of this study was to develop the reading, reading Reading difficulty
comprehension and reading motivation levels of a second grade Reading strategies
elementary school student diagnosed with a specific learning Interesting texts
disability and experiencing reading difficulty. In this context, the Syllabification
main research problem can be stated as “How can reading, reading
Motivation
comprehension and reading motivation be developed in a second
grade elementary school student who has difficulty with reading?” Article Info
One of the qualitative research designs, the action research design,
Received: 08.26.2019
was used in the study, which was carried out during the first
Accepted: 06.03.2020
semester of the 2018-2019 academic year. Following determination
of the problem status, an action plan covering 30 lesson periods Online Published: 07.16.2020
was created and implemented. For development of reading skills,
repetitive reading, echo reading and syllable-word exercises were
utilised; to develop reading comprehension skills, pre-reading,
while-reading and post-reading strategies were employed; while
for improvement of reading motivation, interesting texts,
rewarding and praising were used. For determination of reading
and reading comprehension levels, the Informal Reading
Inventory was used, while for determining reading motivation
level, the Motivation to Read Profile scale was used. As a result of
the implementations, the student’s reading and reading
comprehension levels increased from frustration level to
instructional level, and a significant improvement in her reading
motivation level also occurred. DOI: 10.15390/EB.2020.8977
Introduction
Reading is an everyday life skill used at school and in daily life. Learning to read is a challenging
and important task that all students who start school need to succeed in, since good acquisition of
reading skill forms the basis of a successful learning process in an academic sense (Akyol, Yıldırım,
Ateş, Çetinkaya, & Rasinski, 2014; Akyol & Yıldız, 2013). Reading is an interactive and cognitive process
in which shapes are converted into sound and meaning, and which requires an intellectual effort
(Coltheart, 2005). According to cognitive theory, which is included among reading models and which
emerged in the middle of the 20th century, reading takes place in the brain (Tracey & Morrow, 2006).
Reading, which takes place by performing various functions of the eyes, speech organs and brain,
consists of the stages of seeing, understanding and mental restructuring. At the visual stage, words and
1 Gazi University, Gazi Faculty of Education, Turkey, hayatiakyol@gmail.com
2 Gazi University, Graduate School of Educational Sciences, Turkey, ulkusural75@gmail.com
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Education and Science 2021, Vol 46, No 205, 69-92 H. Akyol & Ü. Çoban Sural
sentences are recognised by perceiving the lines, letters and symbols found in the text. Meaning is
extracted by taking what is considered important or necessary and undergoing mental processes such
as “ordering, classifying, associating, matching, analysing and synthesising, problem solving and
evaluating”. Finally, the interpreted information is combined with prior knowledge and structured in
the mind (Ministry of National Education [MoNE], 2009). Various problems that can occur during this
process have a negative effect on the acquisition of reading skills.
Some children, despite having similar intelligence levels to their peers, might not be able to
display the same performance as them in reading skills. These students do not experience intelligence,
sight, hearing or attention deficiencies or hyperactivity disorder, yet for reasons whose source cannot
be completely determined, they cannot acquire the desired level of reading skills. These students have
more problems with motivation, attention and memory than their peers (Borella, Carretti, & Pelegrina,
2010). This situation, which in the literature is called reading difficulty, or by another name, dyslexia,
manifests itself with problems in reading aloud, slow reading, deficient reading and inadequate written
expression (Fielding-Barnsley, 2000). According to the Special Education Services Regulations, reading
difficulty is included within the definition of specific learning difficulty (MoNE, 2006). Reading difficulty
(dyslexia) occurs in approximately 80% of children diagnosed with specific learning difficulty (Fielding-
Barnsley, 2000). However, no programme has been developed or applied in Turkey aimed specifically
at students with reading difficulties, and these students receive inclusive education together with their
peers. Studies (Ateş, 2013; Çaycı & Demir, 2006; Çeliktürk Sezgin & Akyol, 2015; Doğuyurt & Doğuyurt,
2016; Ellis, 2009; Luo, 2013; Sidekli & Yangın, 2005; Yüksel, 2010) reveal that one-to-one exercises
conducted with individuals with difficulty in reading produce positive results. Based on this
information, it can be said that interventions aimed at overcoming reading difficulty are of importance.
The aim of this study is to develop these skills in a second grade elementary school student with
difficulties in reading and comprehension and with low motivation to read. Various strategies were
applied separately for each variable, although they were considered to affect one another.
Strategies Used for Developing Reading Skills
According to Akyol (2019), reading is defined as “a process of establishing meaning in which
prior knowledge is used, which is based on active communication between the writer and reader, which
is in line with a suitable method and aim, and which is carried out in an organised environment”, and
needs to be conducted in a fluent manner. Among the strategies used to enable reading fluency are
repetitive reading, echo reading, paired reading, shared reading, reader theatres, choral reading and
word repetition techniques (Güneş, 2007). In this study, the reading fluency strategies of repetitive
reading and echo reading were used and syllable-word exercises were also conducted. The strategies
used for developing reading fluency can generally be explained as follows.
Echo reading: This is a process carried out by students’ repeating texts read aloud by a teacher
or someone who can read well and which gives the opportunity to focus on the way the voice is used
in reading (Hudson, Lane, & Pullen, 2005; Kato, 2012).
Repetitive reading: In this activity, students who have difficulty in reading a text read that text
again and again until they attain fluency (Samuels, 1997). Repetitive reading increases reading fluency
and general reading success (Adler, 2006). As well as increasing the total number of words that students
are able to recognise immediately, it also helps them to develop their comprehension and speaking
skills. Improvement in reading performance also has a positive effect on students’ gaining of confidence
in reading aloud and their developing positive attitudes towards reading (Reutzel & Cooter, 2012).
Paired reading: This is defined as a student with reading difficulties reading aloud together with
a teacher, family member or peer who is a good reader (Stahl & Heubach, 2005). During implementation,
first of all the book to be read should be selected. Care should be taken to ensure that the level of the
book is slightly higher than the level of the student. After the main headings and visuals have been
discussed with the child, the child and his accompanying assistant should read the book aloud together.
If the child has difficulty, the assistant should intervene (Akyol, 2019).
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Shared reading: This is an interactive reading experience in which students, who are guided by
a teacher or experienced reader, share the reading of a text of sufficient length (Sugara, 2012).
Reading theatres: Besides the contribution made to the development of students’ reading fluency
and comprehension, giving them roles also enables their reading motivation to increase (Akyol, 2019).
At the basis of reading theatres is a method based on repetitive reading in which scenarios that contain
dialogues are used (Reutzel & Cooter, 2012).
Choral reading: This is one of the in-class activities. Here, all the students read the same text aloud
in the presence of the teacher. During the activity, the teacher performs the duty of a model for the
student with regard to correct pronunciation and reading speed. At the end of the activity, the teacher
gives the students feedback and explains the features of prosodic reading (Paige, 2011).
Syllable and word exercises: Reading difficulty is mostly explained by disorders occurring in the
processing of phonological information in the brain. Phonology means knowledge of sounds and is a
field in which the speech sounds, sequence rules, and meaning transfer functions and distributions in a
language are examined (Korkmaz, 2005). Individuals with phonological deficiency cannot understand
that words are made up of parts and that these parts have equivalents in writing (Liberman &
Shankweiler, 1991), and they also have difficulty in syllabification and vocalisation (Ackerman &
Dykman, 1993). Therefore, it can be said that conducting syllable and word exercises with these children
is necessary.
Strategies Used for Developing Reading Comprehension Skills
In language learning, one of the skills that teachers endeavour to foster in students is reading
comprehension. If the reading process results in understanding, it has value (Kavcar, Oğuzkan, & Sever,
1995). Indeed, a person wishes to read to understand and to understand what he reads (Demirel, 1990).
Comprehension, which is one of the principles of reading, is a process aimed at understanding the
content (Yılmaz, 2006). According to May and Rizzardi (2002), reading comprehension is the process of
understanding the ideas or messages that the writer intentionally wishes to convey. Akyol (2007) states
that the reading and meaning-creation process is made up of three mutually overlapping processes and
that these processes consist of the reader, text-writer and environment. In this process, the role of the reader
is to work out the ideas desired to be given in the text by using his/her prior knowledge. The skill of
reading comprehension either positively or negatively affects the whole of an individual’s learning
throughout his academic and social life (Yılmaz, 2008). Therefore, developing the skill of reading
comprehension is important.
Strategies used for developing reading comprehension skills are categorised in three groups,
namely, pre-reading, during-reading and post-reading strategies. Strategies used before reading are
listed as skimming the text, identifying key words, determining the aim of reading, using prior knowledge,
creating questions, and making predictions. During reading, the strategies of defining words, establishing
relationships, envisaging, seeking answers to questions, focusing on the aim, checking predictions, underlining,
note taking, identifying complicated points and reading fluency are used. Finally, after reading, the strategies
of summarising, answering the questions, synthesising, and explaining and evaluating the text with visual items
can be used (Susar-Kırmızı, 2008). In this study, for the development of reading comprehension skills,
the strategies of skimming the text and making predictions were used before reading, the reading fluency
strategy was used during reading, while the strategy of summarising was used after reading, following
which, an activity for assessment of text-visual compatibility was carried out. Explanations of the pre-
reading, during-reading and post-reading strategies used in this study are given below.
Skimming the text: This means quickly reading a text before reading it thoroughly in order to
gain knowledge about the general ideas contained in the text. It is not necessary to read the whole of a
text in order to identify the ideas in that text. (Aktaş, 2015). When using this strategy, the title,
introductory paragraph, visuals and concluding paragraph can be read (Akyol, 2019).
71
Making predictions: This enables easier understanding of the text by making predictions about
its content based on the title and visuals (Güneş, 2007). Readers who make predictions and deductions
actively participate in the process of creating meaning (Aktaş, 2015).
Reading fluency: This is reading as if speaking by paying attention to speed, accuracy and
prosodic components in order to develop reading comprehension. In this strategy, reading the text at a
suitable speed gains the reader time (Akyol, 2019) and allows him to comprehend the text (Strong,
Silver, Perini, & Tuculescu, 2002).
Summarising: This is restructuring carried out by a person after reading a text by paying
attention to the main points concerning the text (Duke & Pearson, 2002). In other words, summarisation
is an individual’s expression of the general idea and structure of the text by interpreting it in the light
of his prior knowledge (Hutchins, 1987).
Strategies Used for Developing Reading Motivation
Guthrie and Wigfield (2000) express reading motivation as “the individual’s personal goals,
values and beliefs with regard to the topics, processes and outcomes of reading”. In the literature, the
theory of motivation appears as an integrated structure nested with engagement (Klauda & Guthrie,
2015). Therefore, the teaching processes of the theory of reading engagement can be used in increasing
reading motivation.
The components of the reading engagement theory are expressed as real experiences, autonomy,
interesting texts, strategy teaching, cooperation, teacher interest, rewarding and praising, evaluation and
consistency. Of these components, real experiences are associated with the relationship between academic
curriculum and personal experiences; autonomy is associated with giving students the chance to choose
alternative activities in the learning process; interesting texts are related to the suitability of the subject
of the read text for the reader’s interest and cognitive competencies; strategy teaching is related to
teaching students the methods with which the learning of the text is to be carried out; cooperation is
concerned with effectiveness of social interaction among students in structuring the information learnt
in the text; teacher interest concerns the teacher’s awareness with regard to ensuring students’ active
participation in activities; rewarding and praising is associated with use of reinforcers for increasing
students’ efforts and attention; evaluation is concerned with conducting, scoring and reporting
assessment activities related to acquisition of reading skills; and finally, consistency is related to
coherence and consistency of the mutual relationships and interactions among all these processes
(Yıldız, 2010). In this study, interesting texts and rewarding and praising were used with the aim of
increasing the participant’s reading motivation.
The fundamental aim in fostering reading skills in students it to be able to educate them as
qualified, literate individuals. Being a qualified, literate individual means an individual’s
understanding what he reads and effectively using what he has understood in order to develop the
environment in which he lives (Yıldırım, 2010). Acquiring a good level of reading skill makes a positive
contribution both to an individual’s school achievement and to his/her social life (Yılmaz, 2008).
Countries that are aware of this power make various changes in their education programmes (Kutlu,
Yıldırım, Bilican, & Kumandaş, 2011). According to the 2015 report of the Programme for International
Student Assessment (PISA), the reading performance of students in Turkey is rather low in comparison
with that of students in other countries (MoNE, 2015). Similarly, in the 2018 PISA results (MoNE, 2019),
despite the fact that there was an increase in scores, when considered in terms of ranking, it is seen that
the desired level in reading skills has not yet been reached. When the studies conducted in Turkey on
the subject of students who have reading difficulties are examined, the importance of building a profile
of individuals with reading difficulties and of extending intervention programmes in schools is revealed
(Kuruyer, 2014). Considering the importance of reading skills and of the contributions that these s kills
offer to the individual, it can be said that research findings presenting information about how reading
skills are to be fostered in students, how these skills can be developed, or what kind of activities can be
conducted in this regard, are important (Kutlu et al., 2011). In this context, it is considered that this
72
study, whose main research problem is “How can reading, reading comprehension and reading
motivation be developed in a second grade elementary school student who has difficulty with reading?”
and which aims to develop the participant’s reading, comprehension and motivation with an
individualised reading programme, will contribute to the field. When evaluated in terms of method, it
is thought that via an action research study, the opportunity to present the applications which teachers
will be able to use for developing the reading skills of students experiencing difficulties in reading in
class, step by step and in a detailed way, will be beneficial.
Method
Research Model
In this qualitative study, an application-focused type of action research approach has been
adopted. In education, action research studies are research studies used for teachers to be able to solve
a problem they encounter in the classroom, to improve the level of students in any subject, and to
increase their own professional performance (Creswell, 2012). According to Yıldırım and Şimşek (2016),
action research studies that combine research and implementation are process driven. The case dealt
with in the study needs to be studied over a long period in its own environment and data related to the
problem need to be gathered. In this way, development and change related to the problem and
interaction with individuals included in the environment can be understood in detail.
In this study, which aims to develop the reading, reading comprehension and motivation of a
second grade elementary school student, first of all, a pretest was applied in order to determine the
student’s current status. Next, by conducting a review of the literature, the methods and techniques to
be used for eliminating deficiencies in the student were determined, and an action plan was prepared.
In line with this plan, an implementation lasting 30 lesson periods over 8 weeks was made, and the
process was completed by applying a posttest. The flowchart showing the steps followed during the
research process is presented in Figure 1.
Legal and Ethical Procedure

Obtaining the necessary permissions from the Obtaining written permission from school
Ankara Provincial Directorate of National administration, school guidance service, parents
Education of students and students.
Selection of Participant
Pre-test application to three students who have Determination of the participant according to
permission. the pretest results.
Deciding Applications and Creating the Action Plan .
Action Process and Applications

A. Applications Aimed at Developing B. Applications Aimed at Developing C. Applications Aimed at Developing
Reading Skills Reading Comprehension Skills Reading Motivation
Implementation of the Posttest
Data Analysis
Figure 1. Research Process
73
Selection of Participant
In selecting the participant, students who had no discernible visual, hearing or mental
impairments but whose Turkish language skills were not at the desired level were defined as the target
population. First of all, permission was obtained from the Ankara Provincial Directorate of National
Education, and then interviews were conducted with the school management and counselling service,
during which information about the study was given. In accordance with these interviews, students
determined to have problems regarding Turkish language skills were listed, and contact was made with
these students’ teachers and parents. Written permission was obtained from the parents of a total of
three students, one attending second grade and the others attending third grade. A pretest was applied
to these three students aimed at determining their levels of reading, reading comprehension and
motivation to read. During the pretest implementation, texts included in the Turkish course book
published by the Ministry of National Education for all students in their own class level, and which the
students had not read before, were utilised. The pretest implementation process was recorded with a
sound recording device, and this was then listened to by the researchers in order to dete rmine the
students’ reading, reading comprehension and reading motivation levels. According to the “Informal
Reading Inventory”, all three students’ reading levels were determined to be at the frustration level,
while their reading motivation was also at a low level. Following the pretest implementations, the
second grade student, who was determined to be at a lower level regarding all these variables, was
selected as the participant.
Characteristics of the Participant
This study was carried out with a second grade elementary student who had no visual, hearing
or mental problems but who was determined to have problems in reading and comprehension skills.
According to the report by the Counselling Research Centre, the participant has “specific learning
difficulty”. The participant was determined with the criterion sampling method of purposeful
sampling. As required by the rules of ethics, the participant’s name was kept secret, and the code name
of “Ayşe” was used. Ayşe is a student at a state elementary school located in the Sincan district of
Ankara, in which double-shift schooling is applied and which is attended by about 1800 pupils. In the
interviews conducted, it was revealed that Ayşe’s family has certain problems and that her father lives
away from home. Ayşe lives with her mother and three siblings, her mother providing for the family
with her earnings from day-to-day jobs, and so their economic level is low. Ayşe has an older sister in
fifth grade at the same school, and a brother and sister younger than herself. Her mother cannot read or
write. According to the observations made and to Ayşe’s own statements, her mother cannot give Ayşe
enough attention because she has to both work and take care of Ayşe’s siblings. During the
implementations, Ayşe stated that her siblings disturbed her while she was studying and that there was
no environment for studying at home.
Linguistic, cognitive and personal characteristics of the participant: Ayşe was observed not to have
any language problem during the study. However, her frequent use of local dialect caused her to have
difficulty in pronouncing certain words while reading. As she has quite a short attention span, Ayşe
shows considerable interest in stimulants around her. During the applications, she quickly got bored
and went in search of entertaining activities. During the exercises, Ayşe was not determined to have
any behavioural problems in the lessons or outside the lessons. Although she gave the impression of
being shy and introverted at the beginning of the implementation, she began to display more outgoing
attitudes as she became used to the researcher over time.
Participant’s reading status: Determination of Ayşe’s reading level began by determining her
letter recognition status. The letters were first dictated and an attempt was made to determine whether
or not there was an image related to the letters in her mind. Then, the student was asked to read by
indicating capital and small letters. As a result of these exercises, it was established that Ayşe did n ot
completely recognise the letters “k, n, t, r, ı, d, z, g, ş, h, ğ, f and j”, and that she had difficulty when
reading words that contained these letters. In general, it was seen that her reading was rather slow and
very inaccurate. She looked at the first letters of words and said a similar word that did not appear in
the text.
74
Participant’s reading comprehension status: Since Ayşe focused on recognising words rather than
on meaning while reading, she missed the meaning and was unable to answer the questions that she
was asked at the end of the text.
Participant’s reading motivation level: Since Ayşe had a reading problem, she considered herself
inadequate in this subject and quickly became bored while reading. This situation caused a loss of
motivation for reading in her. Ayşe often stated that she wished to be able to read as well as her friends,
but her sense of self in this respect was seen to be considerably weak.
Study Atmosphere and Environment
Except for special cases, the activities were mostly carried out in the school’s counselling room.
For the activities, conducted during the fourth and fifth lesson periods on Wednesdays and Thursdays
each week, a desk and chair on which the student could be at ease were obtained, and care was taken
that the light should not disturb the student.
Data Collection Tools
In this study, the Informal Reading Inventory and reading texts were used to determine the
student’s levels of reading and reading comprehension, while the Motivation to Read Profile scale adapted
to Turkish by Yıldız (2013) was used to determine her reading motivation level. In addition, audio and
video recordings were used throughout the process in order to record important points that the
researchers might overlook.
Informal Reading Inventory: This inventory, which is used to determine reading errors and
reading comprehension levels, was created by utilising the studies of Ekwall and Shanker (1998), Harris
and Sipay (1990) and May (1986) (as cited in Akyol, 2019). This inventory makes it possible to analyse
errors made by readers and to determine their levels of word and phonetic knowledge while reading a
text aloud, as well as their levels of reading comprehension with the questions asked after they have
read a text silently. However, in this study, since it was determined that the student did not read the
text completely when asked to read silently, she was also required to read out loud when determining
her level of reading comprehension. The inventory also provides information on types of errors made
in word recognition and comprehension. Although it is not a standardised test, it is an inventory which
experienced teachers can develop by themselves. Three types of reading level can be identified with the
Informal Reading Inventory.
✓ Independent Level: This expresses the level at which the child can read and understand material
suited to his/her level without needing the support of a teacher or other adult.
✓ Instructional Level: This expresses the level at which the child can read and understand in the
desired way with the support of a teacher or other adult.
✓ Frustration Level: This expresses the level at which the child understands very little of what
he/she reads and/or makes a large number of reading errors.
For identifying the reading level, the “Word Recognition Rate”, which is calculated by taking
the number of incorrectly read words into account, and the “Comprehension Rate”, which is calculated
according to the answers given to the questions asked based on the text, are used. In establishing the
comprehension level, the student is asked basic (recognition- and memory-based) and in-depth
(inference- and interpretation-based) comprehension questions related to the text. For questions at the
basic comprehension level, 2 points are given for a complete answer to a question, 1 point is given for a
partial answer to a question, and 0 points are given for an unanswered question. For the in-depth
comprehension questions, however, 3 points are awarded for a complete answer to a question, 2 points
are given for answers that are not fully complete but which contain more than half of the required
answer, 1 point is given for a partial answer to a question, while 0 points are awarded for an unanswered
question. Then, the comprehension rate is determined by dividing the total score obtained by the total
score required to be obtained. In determining the reading level, the reading level calculation table is
utilised by using the word recognition rate and the comprehension rate.
75
Data related to reading levels and percentages are included in Table 1 (Akyol, 2019).
Table 1. Reading Levels and Percentages

Reading Levels Word Recognition Rate Comprehension Rate
Independent Level +99% +90%
Instructional Level +95% +75%
Frustration Level -90% -50%
Motivation to Read Profile scale: In determining the student’s level of reading motivation, the
Motivation to Read Profile (MRP) scale, adapted to Turkish by Yıldız (2013) and consisting of 18 items,
was used. The scale provides information on general reading motivation as well as in two dimensions,
namely reader self-perception and value placed on reading. The validity and reliability study for the
MRP scale was carried out by Yıldız (2013), and a Cronbach’s alpha internal consistency coefficient of
.81 was determined. This value was also calculated by Ataş (2015) and was found to be .66 regarding
reader self-perception, .62 with regard to value placed on reading, and .73 related to general reading
motivation. As a result of these two measurements, the MRP scale was considered to be of sufficient
quality, and so a recalculation of the reliability coefficient was not considered necessary. The validity
level was also tested by Yıldız (2013) using the confirmatory factor analysis (CFA) technique. As a result
of the CFA, it was determined that the chi-square values (X2 = 229.09, DF=134, X2/df =1.70) were within
suitable limits. These values reveal that the scale has a valid structure and is at a level in which reliable
measurements can be made.
Reading Texts: Some of the reading texts used during the study are included among the first and
second grade elementary Turkish course books published by the Ministry of National Education
(MoNE) and are texts that had not been read before by the participant, others were taken from books of
stories and fables suitable for her level, while others consisted of texts created by the researchers. The
166-word second grade level test used in the pretest and posttest was taken from the Turkish course
book published by the MoNE and was assessed as suitable for the participant’s class level. Before the
texts other than those taken from the MoNE books were used, an expert opinion of them was first
obtained by having them read by a classroom teacher with 17 years of experience, and in accordance
with this, the required revisions were made. Since Ayşe’s reading skill was included in the frustration
level for second and first grade level texts, it was decided to conduct the process with first grade leve l
texts until she had reached an independent reading level.
Audio and Video Recordings: During the research, in order to assist in determining the reading
errors made by the participant and her states of following the text with her finger and head while
reading, audio and video recordings were made. Following the applications, these recordings were
watched and listened to repeatedly, and the necessary assessments were made.
Data Analysis
For the interpretation of the data obtained in this study, the data obtained in the pretest and
posttest were used. The participant’s readings were audio and visually recorded, and then these were
deciphered in order to identify her reading errors. For determining her comprehension level, five
questions each from the basic and in-depth comprehension questions related to the texts were asked,
and their answers were scored. Determination of reading and reading comprehension levels was carried
out according to the Informal Reading Inventory. For the determination of the participant’s reading
motivation level, the scores obtained in the MRP were used. All these obtained scores are presented in
the form of tables.
Validity and Reliability
Validity and reliability are described as two important criteria in terms of research results.
According to Yıldırım and Şimşek (2016), one of the important criteria for validity and re liability is for
the research process and the data gathered in this process to be reported in detail. In line with this
information, in the study, to ensure transferability (external validity) and confirmability (external
76
reliability), the participants’ characteristics, data collection tools, data collection process,
implementation stages carried out throughout the study, and data analysis process were described in
detail. The use of purposeful sampling in selecting the participant was also one of the strat egies used
for ensuring transferability. To enable another dimension of validity, that of credibility (internal
validity), a long period of interaction with the participant, lasting eight weeks, was applied. In addition
to this, during the research process, views of a specialist were obtained about the texts other than the
ones taken from the MNE books by having them read by a class teacher with 17 years of experience
before they were used, and the necessary revisions were made accordingly. The analysis of the data in
the study was performed together by the two researchers, thereby ensuring researcher variation. It is
thought that this situation contributes to the study with regard to both credibility and consistency
(internal reliability).
Action Process and Applications
Action research studies follow a definite cycle. According to Pallangyo (2012), this cycle is as
follows:
Identify the
Problem
Return to the Cycle

with the Revised Create an Action
Plan
Problem
If necessary, Modify Enact the Action

the Plan Plan
Report the Results

and Obtain Study the Action
Feedback Plan
Figure 2. Action Research Cycle (Pallangyo, 2012).
As can be seen above, action research studies begin with identification of the problem status.
Next, it is necessary to create and implement an action plan aimed at rectifying and remedying the
problem status. Since action research plans necessitate a dynamic process, action plans are not fixed and
it is necessary to study them continually and to make improvements (Pallangyo, 2012). In this study,
firstly, in accordance with the action research cycle, the problem status was identified.
Identifying the Problem Status
At this stage, various applications were carried out aimed at determining the participant’s
reading, reading comprehension and reading motivation levels.
Determining reading level
For determining Ayşe’s reading level, the text named “Sarman Kedinin Yavruları” (Tabby Cat’s
Kittens) in the second grade elementary course book (Ataşçi, 2018) was utilised. The text contains 166
words. While reading this text, Ayşe made a total of 42 reading errors. Although the majority of reading
errors stemmed from incorrect reading, errors of reading syllable by syllable and of repetition were also
made. According to Ekwall and Shanker (1998, as cited in Akyol, 2019), in the Number of Incorrectly Read
Words table, making over 15 errors in texts of 166-170 words indicates that the student’s word
recognition level is at the frustration level. Therefore, Ayşe was asked to read a first grade level text
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from one level below the grade she attended. The first grade text, to which various amendments were
made by the researchers and which was made suitable for the level by obtaining an expert opinion, was
the text named “Oyun” (the Game). This text consists of 100 words. While reading this first grade text,
Ayşe made a total of 31 reading errors. According to the Inventory, in the Number of Incorrectly Read
Words table, making more than 8 errors in texts of 96-100 words indicates that the student is at the
frustration level in word recognition. Therefore, Ayşe was also included in the frustration level at first
grade level with regard to reading ability.
Determining reading comprehension level
To be able to determine Ayşe’s reading comprehension level, she was asked open-ended
questions related to the text named “Sarman Kedinin Yavruları” that she had read. Three of these
questions require basic comprehension, while the other two require in-depth understanding. The
highest score that a participant can obtain from these questions is 12. Ayşe obtained a total score of 4
from the questions, and so her comprehension level was found to be 33% (4/12 = 0.33). According to the
Inventory, a comprehension level below 50% indicates that the participant is at the frustration level.
Determining reading motivation level
In determining Ayşe’s reading motivation level, the MRP scale developed by Yıldız (2013) was
used, and Ayşe’s reader self-perception score was found to be 16, her score for value placed on reading
was determined as 30, while her general reading motivation score was determined to be 46. The general
reading motivation score is made up of the total of the scores for reader self-perception and value placed
on reading. Considering that the highest score that can be obtained from the scale is 72, it can be said
that Ayşe’s general reading motivation was low.
Creating and Implementing the Action Plan
After designating the participant, a review of the literature was conducted. Approaches and
applications that could be effective in developing Ayşe’s reading, reading comprehension and reading
motivation levels were determined. An action plan that included these strategies and applications and
covered a period of 8 weeks (30 lesson periods) was created. The action plan was begun in the second
week of November, 2018 and completed in the first week of January, 2019. The applications were carried
out by the second researcher as explained below.
Applications Aimed at Developing Reading Skills: A two-stage process was followed for developing
reading skills. At the first stage, teaching of the letters “k, n, t, r, ı, d, z, g, ş, h, ğ, f and j”, which Ayşe
had difficulty in identifying and remembering, was carried out. The sounds were listed according to the
order included in the current syllabus. Since Ayşe was able to identify the sounds with a little thought,
the sound instruction stage was kept short. By teaching the sounds “k, n, t, r and ı” in the first lesson
period, the sounds “d, z, g and ş” in the second period and the sounds “h, ğ, f and j” in the third period,
the sound instruction process was completed in three lessons. The following steps were followed in this
process:
At the sound perception and recognition stage,
✓ Examples (words, songs, rhymes, etc.) including the identified sound were given,
✓ The student was asked whether the identified sound appeared at the beginning, in the middle
or at the end of a word,
✓ The student was asked to give example words that included the sound,
✓ Sound differentiation exercises were done with the aid of visuals.
✓ At the reading stage,
✓ Ayşe was asked to read a letter and to find the targeted letter in the worksheets containing
letters in mixed form.
✓ At the syllable, word and sentence formation stage,
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✓ The given sounds were combined to form syllables, and reading exercises were carried out with
the syllables formed. At this stage, syllable lists and syllable cards were used. Firstly, the syllable
lists were created by writing the syllables formed from the sounds taught from top to bottom,
and reading exercises were conducted until Ayşe was able to read these syllables correctly.
Then, Ayşe was shown the syllable cards and asked to read them. Next, the syllable cards were
laid out in mixed form and Ayşe was asked to find the requested syllable.
Figure 3. A short section of a syllable list. Figure 4. An example of a syllable card.
✓ Word reading and formation exercises were conducted. At this stage, word lists and again, the
syllable cards were used. Firstly, word lists containing the sounds desired to be taught were
created and reading exercises were carried out until Ayşe was able to read these words
correctly. Then, Ayşe was taught how to syllabify and she was allowed to syllabify the words
read to her and to form her own words from the syllable cards.
Figure 5. A short section of a word list. Figure 6. Words formed from the syllable cards.
✓ Sentence reading and formation exercises were performed. At this stage, the student was asked
to repeatedly read sentences in which the taught sound frequently occurred until she was able
to read them fluently. Then, sentences were formed by correctly ordering the words created
with the syllable cards. A few examples were given by the researcher at the beginning, after
which Ayşe was allowed to form her own sentences.
Figure 7. Activity for creating words from syllables and sentences from words.
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At the second stage of the process aimed at developing reading skills, text reading activities
were carried out. At this stage, reading fluency strategies and the word lists and syllable cards used at
the first stage were utilised. At the text reading stage, a reading flow was specified by the researcher
and an attempt was made to conform to this flow each week. However, during the process, in
accordance with the nature of action research, certain changes were made to the plan. The teaching
process related to text reading was initially planned according to the following stages:
✓ The participant was shown 3 texts and asked to read one of them.
✓ The participant was asked to make a prediction related to the content of the selected text based
on the title of the text and on visuals.
✓ The researcher gave a sample reading.
✓ The student was asked to read the text, and a video recording was made.
✓ While the participant was reading the text, the researcher marked the words read incorrectly by
the participant with a highlighter pen.
✓ The researcher created a word list by writing the words one under the other, and the participant
was asked to read them until she could read them fluently.
✓ Syllable cards were formed with the words read incorrectly by the participant. The cards were
laid out in mixed form on the desk and the participant was requested first to syllabify and then
to form the spoken words with the syllable cards.
✓ Reading fluency strategies were performed. Firstly, echo reading exercises were conducted.
Sentences including words that the student had read incorrectly or had difficulty in reading
were read out by the researcher and the participant was allowed to follow these with her eyes.
Then, the participant read the same sentence.
✓ Repetitive reading exercises were then begun, and the text was read by the participant until she
was able to read it fluently. In the repetitive reading activities, three repetitions were mostly
made, but if necessary, the text was read for a fourth time. During the process, the audio
recordings made of the participant’s readings were listened to by the participant, so that she
could make a self-assessment of her own reading and see her own improvement throughout
the process.
Although the action plan was initially applied in this way, after the first week the stage of
sample reading by the researcher (3rd stage) was moved to a point after the 5th stage, in which the
researcher marked the words read incorrectly by the participant with a highlighter pen. The aim here
was to form an opinion by making intermediate evaluations related to the participant’s reading level.
The researcher’s giving a sample reading first not only enabled the participant to read faster but also
reduced the number of errors she made, since it enabled the participant to have a grasp of the content.
In this case, the results obtained could not be sufficiently objective, since the aim in this study was for
development and assessment of the level of reading that the participant carried out on her own without
receiving any kind of previous tip.
Applications Aimed at Developing Reading Comprehension Skills: With the aim of developing
comprehension skills, at the skimming the text stage used prior to complete reading, Ayşe was asked to
read the title of the text and to look at the visuals. At the making predictions stage, Ayşe was asked to
make a prediction based on the title and visuals about what might occur within the text.
During reading, the reading fluency strategies of echo and repetitive reading were used. For
developing comprehension skills, the after-reading strategy of summarising was utilised and Ayşe was
asked to make an assessment of text-visual compatibility. In the assessment of text-visual compatibility, Ayşe
was asked to compare the predictions she had made related to the content by looking at the visuals prior
to reading the text, with the facts that appeared after reading the text.
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Applications Aimed at Developing Reading Motivation: For developing reading motivation,

interesting texts and strategies of rewarding and praising were utilised. Accordingly, Ayşe was shown
three different texts, she was asked to look at the title and visuals, and then she was requested to choose
the text she wished to read. Moreover, the names of the main characters in some texts were exchanged
with the name of the participant by the researcher, thereby attempting to enable Ayşe to associate the
text to herself.
Figure 8. Photograph taken during text selection
As a reward, in accordance with variable-interval reinforcement, the picture completion

activities that Ayşe enjoyed doing and the story books given to her as presents were used. The picture
completion activities were used to encourage Ayşe to listen and to motivate her at times when her
attention was distracted.
Figure 9. Photograph taken during picture completion activity.
The story books were presented to Ayşe in order to encourage her to read at home. At the end
of Ayşe’s weekly study, she was asked which story book she would like to read next week, and this
book was obtained by the researchers and given to Ayşe the following week. After reading the presented
book during the week, Ayşe was asked to make a summary of the book the following week. These books
served as a kind of homework for her during the implementation. Moreover, improvements observed
in Ayşe’s reading and comprehension levels were supported by the implementing researcher with
words of praise such as “you’re great”, “brilliant”, “well done” and “very nice”.
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Results
In this section, the effectiveness of the strategies and applications carried out th roughout the
process are evaluated in terms of reading, reading comprehension and reading motivation.
Findings Related to Reading Level
In the pre-assessment, Ayşe was asked to read a second grade level text. Ayşe’s reading level
for reading this text was determined according to the Informal Reading Inventory, and the findings are
presented in Table 2.
Table 2. Pretest Results Related to Ayşe’s Reading Level

Number of Words in Text 166
Reading Time 6 minutes, 36 seconds
Number of Correct Words Read per Minute 18.79
Reading Errors 42
Word Recognition Rate 75%
Question Scale Score 33%
Reading Level Frustration Level
As can be seen in Table 2, prior to the implementation, Ayşe read the 166-word text entitled
“Sarman Kedinin Yavruları” (the Tabby Cat’s Kittens) in 6 minutes, 36 seconds. Ayşe, who read an
average of 18.79 correct words per minute, made a total of 42 reading errors and therefore, her word
recognition rate was determined to be 75%. In determining reading level, the comprehension level is
also taken into account. It was determined that Ayşe’s comprehension rate according to the question
scale score was 33%. Accordingly, it can be said that Ayşe’s achievement level in reading a second grade
level text was at the frustration level prior to the implementation.
The reading errors made by Ayşe in the pretest are given in more detail in Table 3.
Table 3. Distribution of Reading Errors Made by Ayşe in Pretest According to Error Type
Number of Errors
Number of Words in Text Type of Error Word Recognition Rate
f %
WordsRead Incorrectly 29 69.0
Repetitions 10 24.0
166 75%
Additions 3 7.0
Total 42 100.0
According to Table 3, Ayşe made a total of 42 reading errors in the second grade level text
consisting of 166 words. 29 (69%) of these errors were due to incorrectly read words, 10 (24%) of them
were due to repetitions, while 3 (7%) of them were due to additions.
Following the applications, Ayşe was asked to reread the text that she had been asked to read
prior to the implementation. Findings related to Ayşe’s reading level in the posttest are presented in
Table 4.
Table 4. Posttest Results Related to Ayşe’s Reading Level

Number of Words in Text 166
Reading Time 2 minutes, 14 seconds
Number of Correct Words Read per Minute 70.75
Reading Errors 8
Word Recognition Rate 95%
Question Scale Score 83%
Reading Level Instructional Level
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Table 4 reveals that following the implementation, Ayşe read the 166-word text in a total of 2
minutes, 14 seconds. This represents a large reduction in reading time compared to the pretest. Ayşe,
who read an average of 70.75 correct words per minute, made a total of 8 reading errors. Based on this
information, her word recognition rate had risen to 95%. It was determined that Ayşe’s comprehension
rate according to the question scale score was 83%. Accordingly, it can be said that Ayşe’s reading level
in the posttest was at the instructional level.
The reading errors made by Ayşe in the posttest are given in more detail in Table 5.
Table 5. Distribution of Reading Errors Made by Ayşe in Posttest According to Error Type
Number of Errors
Number of Words in Text Type of Error Word Recognition Rate
f %
Words Read Incorrectly 6 75.0
Repetitions 1 12.5
166 95%
Additions 1 12.5
Total 8 100.0
As can be seen in Table 5, the number of reading errors committed in the posttest by Ayşe in
the second grade level text consisting of 166 words had considerably decreased compared to the pretest,
and she made only 8 reading errors in all. 6 (75%) of these errors were due to incorrectly read words, 1
(12.5%) of them was due to a repetition, while 1 (12.5%) of them was due to an addition.
Findings Related to Reading Comprehension Level
To determine Ayşe’s level of reading comprehension, five open-ended questions related to the
text she had read were asked. Three of these questions were aimed at basic understanding, while the
other two were aimed at in-depth understanding. Data showing Ayşe’s level of reading comprehension
before the intervention according to the answers she gave to these questions are included in Table 6.
Table 6. Pretest Results Related to Ayşe’s Reading Comprehension Level

Score Highest
Student’s Compre-
Questions Question Type Obtained by Obtainable
Answer hension Rate
Student Score
Basic
What is the name of the
comprehension “I don’t know” 0
cat in the text?
(2)
Basic
Why couldn’t the “Because he had
comprehension 2
writer take cats home? a dog”
(2)
Basic
Where did the writer
comprehension “In the sea” 0 12 33%
see the cat first?
(2)
In-depth
What can we do to help “We can feed
comprehension 2
stray animals? them”
(3)
What do you think will In-depth
happen if we don’t help comprehension “I don’t know” 0
stray animals? (3)
Total Score 4
According to the data presented in Table 6 related to Ayşe’s reading comprehension level before
the intervention, she obtained a total score of 4 from the open-ended questions, which had a maximum
obtainable score of 12. When the score obtained by Ayşe is rated with the highest obtainable score, it is
seen that Ayşe’s level of reading comprehension was 33%. This value indicates that Ayşe’s level of
reading comprehension prior to the intervention was at the frustration level.
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The data showing Ayşe’s level of reading comprehension following the intervention are
presented in Table 7.
Table 7. Posttest Results Related to Ayşe’s Reading Comprehension Level

Score Highest Compre-
Questions Question Type Student’s Answer Obtained Obtainable hension
by Student Score Rate
What is the Basic
name of the cat comprehension “Sarman” 2
in the text? (2)
Why couldn’t Basic
the writer take comprehension “Because he had a dog” 2
cats home? (2)
Where did the Basic
writer see the cat comprehension “In his garden” 2
first? (2)
What can we do In-depth “We can give them milk; we 12 83%
to help stray comprehension can add pieces of bread to the 2
animals? (3) milk”
“It could be very bad. They
What do you might be hungry. Let’s say a cat
think will In-depth has an owner, but Sarman has
happen if we comprehension no owner. Because she is 2
don’t help stray (3) hungry, she looks into
animals? everyone’s eyes. It could be like
that”
Total Score 10
As can be seen in Table 7, in the pretest, Ayşe obtained a total score of 10 in the open -ended
questions, which were asked in order to measure Ayşe’s reading comprehension level and from which
a maximum score of 12 could be obtained. When the score obtained is rated with the highest obtainable
score, it is seen that Ayşe’s reading comprehension level had increased to 83%. This value indicates that
at the end of the implementation, Ayşe’s level of reading comprehension had risen to the instructional
level.
Findings Related to Reading Motivation Level
For determination of reading motivation, the Motivation to Read Profile scale adapted to
Turkish by Yıldız (2013) was used. In this scale, there are two dimensions of reading motivation, namely
reader self-perception and value placed on reading. The scores obtained by Ayşe in the Motivation to
Read Profile scale prior to the intervention are given in Table 8.
Table 8. Pretest Results Related to Ayşe’s Reader Self-

Perception, Value Placed on Reading and Reading Motivation
Dimension Score
Reader Self-Perception 16
Value Placed on Reading 30
Reading Motivation 46
According to Table 8, prior to the implementation, Ayşe obtained scores of 16 in the reader self-
perception dimension of the scale, 30 in the dimension of value placed on reading, and a total of 46 in
terms of general motivation to read. Considering that the highest obtainable score is 72, it can be said
that Ayşe’s level of reading motivation was low. Comparing the subdimensions with each other,
however, it is noticeable that the value Ayşe placed on reading was higher than her self-perception as a
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reader. The scores obtained by Ayşe in the Motivation to Read Profile scale following the applications
made are presented in Table 9.
Table 9. Posttest Results Related to Ayşe’s Reader Self-

Perception, Value Placed on Reading and Reading Motivation
Dimension Score
Reader Self-Perception 31
Value Placed on Reading 34
Reading Motivation 65
When the data presented in Table 9 are examined, it is seen that following the implementation,
the scores obtained by Ayşe had risen to 31 in the reader self-perception dimension of the scale, and to
34 in the dimension of value placed on reading. Therefore, her general motivation to read had reached
a total score of 65. When compared with the pretest, a significant increase in scores in both reader self -
perception and value placed on reading, as well as in general motivation to read, can be seen. This can
be interpreted to mean that the applications made throughout the process had a positive effect on the
development of the student’s reading motivation level. Ayşe’s tendency to follow the text with her
finger, which was frequently observed at the beginning of the study, had almost completely
disappeared by the end of the intervention, whereas her habit of following the text with her head,
however, did not perceptibly change.
Discussion, Conclusion and Recommendations

In this study, whose main research problem is “How can reading, reading comprehension and
reading motivation be developed in a second grade elementary school student who has difficulty with
reading?” and which aims to develop the participant’s reading, comprehension and motivation with an
individualised reading programme, firstly, the existing situation was determined. Accordingly, it was
seen that the student’s reading and reading comprehension levels were at frustration level and that her
reading motivation was at a low level.
Reading, reading comprehension and reading motivation levels are closely associated with each
other. An increase in reading motivation gives an individual the opportunity to read more and to better
understand the text he/she reads; similarly development of reading skills also contribute to
development of motivation to read (Dündar & Akyol, 2014; Guthrie, Wigfield, Metsala, & Cox, 1999).
Following determination of the student’s status, an action plan was created by taking the
student’s level into account and the decision was taken to utilise various strategies, methods and
techniques aimed at developing each variable of the research. Since reading, reading comprehension
and reading motivation are interactive skills, it can be said that the strategies, methods and techniques
used for each skill were effective on the other skills included in the scope of the study.
Morgan, Wilcox, and Eldredge (2000) stated that using the repetitive reading strategy together
with echo reading played an important role in development of children’s reading fluency. Based on this
information, it was decided in this study to use the repetitive reading and echo reading strategies
together, as well as to utilise syllable and word exercises, in order to develop the student’s reading skills.
In the study, with the aim of improving the student’s reading skills, it was decided to utilise syllable and
word exercises along with repetitive reading and echo reading strategies. As a result of the implementation,
the student’s word recognition level rose from frustration level to instructional level, the number of
correct words she read per minute increased almost fourfold, while her reading time decreased to one
third of the time taken at the beginning. This can be interpreted to mean that the strategies used for
improvement were effective. When the related literature is examined, a number of studies can be found
in which repetitive and/or echo reading strategies are used for developing reading skills, and in which
positive outcomes are achieved (Akyol & Yıldız, 2010; Çeliktürk Sezgin & Akyol, 2015; Dündar & Akyol,
2014; Uzunkol, 2013). Besides the reading fluency strategies, the syllable and word exercises also had a
positive effect in improving the student’s reading level. Indeed, it is concluded in various studies (Akyol
85
& Yıldız, 2010; Archer, Gleason, & Vachon, 2000; Scheerer-Neumann, 1981) that instruction in syllables
and syllabification is effective in eliminating word recognition deficiencies in students who experience
reading difficulty.
In the study, with the aim of developing reading comprehension skills, pre-reading, while-
reading and post-reading strategies were utilised. In this context, the strategies of skimming the text and
making predictions, reading fluency and summarising were applied. At the end of the implementation
process, it was seen that the student’s reading comprehension level had risen from frustration level to
instructional level. Using strategies resembling some of the methods used in this study, namely thinking
aloud, predicting, asking questions and summarising, In her study, Aktaş (2015) also used prereading
strategies with the aim of increasing reading comprehension levels of fourth grade elementary students,
and reached similar conclusions to those of this study. Philbrick (2009) also enabled fifth grade students
to develop their reading comprehension levels. When the literature is examined, it is seen that
researchers (e.g. Aktaş, 2015; Alemi & Ebadi, 2010; Azizifar, Roshani, Gowhary, & Jamalinesari, 2015;
Dinç, 2000; Gümüş, 2009) mostly focused on the effect of prereading strategies on reading
comprehension. In all the studies examined, it was determined that prereading strategies had a positive
effect on reading comprehension. However, in a study by Güler (2008), which was carried out with the
aim of determining which of the prereading, while-reading, postreading and combined strategies was
more effective on reading comprehension in mentally disabled students, it was determined that a
combined strategy was more effective. A combined strategy is the use of the prereading, while -reading
and postreading strategies together. As a result, it can be said that the pre-reading, while-reading and
post-reading strategies had an effect on reading comprehension.
Another variable of the study was reading motivation. Interesting texts, and rewarding and
praising were utilised for the purpose of developing reading motivation level. By the end of the process,
a large increase in the student’s motivation to read, both in her self-perception as a reader and in the
value she placed on reading, as well as in terms of her general reading motivation, had occurred. Hidi,
Renninger, and Krapp (2004) stated that for increasing reading motivation, the use of interesting texts
or books and allowing freedom in the selection of these would be beneficial for attracting the attention
of students. Again, in a study in which interesting texts were used, McKool (2007) determined that,
similar to this study, giving students freedom to choose the books they are to read increases their
motivation. Furthermore, rewarding and praising are also effective factors for increasing students’ effort
and attention and for improving their reading motivation. In addition to this, rewarding and praising
are effective components for improving reading motivation. Guthrie and Wigfield (2000) argued that
rewards given sincerely and as an appreciation of an achievement increased students’ self -efficacy
perception and motivation. Moreover, Bentley (2003) reported that rewarding and praising, when used
carefully and in the right place, motivated individuals and increased their performance.
According to Akbaba (2006), rewarding and praising are sources of extrinsic motivation. It is
concluded in various studies (Meece & Holt, 1993; Meece & Miller, 1999) that students who have
extrinsic motivation perform the task of reading not because they like this task, but in order to carry out
the duty given to them. Instead of understanding the text that they read, these students employ
superficial learning strategies such as memorisation and guessing. Since this situation results in reduced
attention while reading and missing the meaning of the text, it decreases comprehension success (Wang
& Guthire, 2004). However, according to Gambrell and Marinak (1997), extrinsic motivation does not
cause a negative effect in the individual when it occurs at the same time as intrinsic motivation. In this
study, the interesting texts used for increasing the participant’s reading motivation can be described as
sources of intrinsic motivation, since, as stated by Akbaba (2006), this is based on a person’s interest,
curiosity and needs. In this sense, it can be said that there were exercises aimed at increasing both the
participant’s internal motivation and her external motivation. Moreover, Bentley’s (2003) view that by
continually rewarding the performing of a certain action, that action can become a reflex dependent on
the reward, was taken into consideration and in the study, not every correct reading or understanding
by the participant was rewarded. Instead of this, a variable-interval reinforcement schedule, in which it
was not clear when a reinforcer would come following the displayed behaviour, was used.
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Based on the findings obtained in the study, teachers can utilise repetitive and echo reading
strategies as well as syllable and word exercises in the activities they organise for eliminating reading
problems in students with reading difficulties, they can employ pre-reading, while-reading and post-
reading strategies for remedying reading comprehension problems, and finally, they can benefit from
interesting texts as well as rewarding and praising strategies for developing motivation to read.
Moreover, considering the fact that classroom teachers are unable to give students with reading
difficulties sufficient attention in crowded classes, it is considered that support should be given to the
recruitment in schools of reading experts who give special attention to these cases. Finally, based on the
belief that extending the study period conducted with the student in this study would contribute more
to her development, it is recommended that researchers who plan to undertake similar studies structure
their action plans to cover longer periods.
Limitations of the Study

This study is limited to reading skills. Therefore, during the action process, steps related to
writing, which should be included in the literacy education process, were not applied. In the study,
limitations related to physical facilities were generally experienced. The exercises conducted with the
participant were mostly carried out in the school’s counselling service. Disturbance was felt due to noise
such as students’ voices coming from outside during the first five minutes or so following the ringing
of the bell to start lessons, after which, however, silence in the environment was obtained in the
subsequent period of the lesson, and this situation prevented Ayşe from being distracted. Moreover,
though carried out infrequently, interviews were held by the school counsellor with students or parents
in the counselling service, and during these times, different environments were used for conducting the
exercises. However, since the desk, chair and lighting arrangements in these environments were not of
the desired quality, the student was unable to be comfortable during the activities.
87
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Appendix 1. Action Plan
Week Lesson Time Date Duration Activity

Sound, syllable and word exercises with the sounds “k, n, t, r
1. 14.11.2018 40 mins
and ı”
Sound, syllable and word exercises with the sounds “d, z, g
1st Week
2. 14.11.2018 40 mins
and ş”
Sound, syllable and word exercises with the sounds “h, ğ, f,
3. 19.11.2018 40 mins
and j”
Reading and comprehension activities with the text named
4. 19.11.2018 40 mins
“The Lion and the Mouse”
Reading activities with the text named “Ayşe’s Exciting
5. 21.11.2018 40 mins
Birthday”
2nd Week
Comprehension activities with the text named “My

6. 21.11.2018 40 mins
Grandfather’s Medal”
7. 22.11.2018 40 mins Reading activities with the text named “Karaböcü Gets Lost”
Comprehension activities with the text named “Selen in the
8. 22.11.2018 40 mins
Village”
9. 28.11.2018 40 mins Reading activities with the text named “The Kitten”
3rd Week
10. 28.11.2018 40 mins Comprehension activities with the text named “I Love my Toy”
11. 29.11.2018 40 mins Reading activities with the text named “Ayça Saves Money”
Comprehension activities with the text named “The Horse and
12. 29.11.2018 40 mins
the Wolf”
13. 05.12.2018 40 mins Reading activities with the text named “Bayram at School”
Comprehension activities with the text named “The Donkey
14. 05.12.2018 40 mins
4th Week
that Wanted to be a Horse”

Reading activities with the text named “I was Going to Get
15. 06.12.2018 40 mins
Down Anyway”
Comprehension activities with the text named “The Lion’s
16. 06.12.2018 40 mins
Invitation”
17. 12.12.2018 40 mins Reading activities with the text named “The Heron”
Comprehension activities with the text named “The Lazy
5th Week
18. 12.12.2018 40 mins

Squirrel”
19. 13.12.2018 40 mins Reading activities with the text named “The Grumpy Foal”
Comprehension activities with the text named “Ayşe’s Good
20. 13.12.2018 40 mins
Deed”
Reading activities with the text named “The Wolf and the
21. 17.12.2018 40 mins
Stork”
Comprehension activities with the text named “The Shepherd
6th Week
22. 17.12.2018 40 mins

and the Wolf”
23. 19.12.2018 40 mins Reading activities with the text named “The Bees in Spring”
Comprehension activities with the text named “The Speckled
24. 19.12.2018 40 mins Cockerel and Ayşe”
Activity with the sound “Ğ”
25. 27.12.2018 40 mins Reading activities with the text named “Ayşe’s Toothache”
Comprehension activities with the text named “The Two
26. 27.12.2018 40 mins
7th Week
Donkeys”
27. 31.12.2018 40 mins Reading activities with the text named “The Old Carpenter”
Comprehension activities with the text named “The Rooster
28. 31.12.2018 40 mins and the Fox”
Activity with the sound “Ğ”
29. 02.01.2019 40 mins Reading activities with the text named “The Jay and the Birds”
Week
8th
Comprehension activities with the text named “The Pigeon and

30. 02.01.2019 40 mins
the Ant”
92
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Developing Reading, Reading Comprehension and Motivation: An Action

Article in TED EĞİTİM VE BİLİM · July 2020

Hayati Akyol Ülkü Çoban Sural

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Developing Reading, Reading Comprehension and Motivation: An

Hayati Akyol 1, Ülkü Çoban Sural 2

Legal and Ethical Procedure

Deciding Applications and Creating the Action Plan .

Action Process and Applications

Implementation of the Posttest

Table 1. Reading Levels and Percentages

Return to the Cycle

If necessary, Modify Enact the Action

Report the Results

Figure 2. Action Research Cycle (Pallangyo, 2012).

Figure 3. A short section of a syllable list. Figure 4. An example of a syllable card.

Applications Aimed at Developing Reading Motivation: For developing reading motivation,

Figure 8. Photograph taken during text selection

As a reward, in accordance with variable-interval reinforcement, the picture completion

Figure 9. Photograph taken during picture completion activity.

Table 2. Pretest Results Related to Ayşe’s Reading Level

Table 4. Posttest Results Related to Ayşe’s Reading Level

Table 6. Pretest Results Related to Ayşe’s Reading Comprehension Level

Table 7. Posttest Results Related to Ayşe’s Reading Comprehension Level

Table 8. Pretest Results Related to Ayşe’s Reader Self-

Table 9. Posttest Results Related to Ayşe’s Reader Self-

Discussion, Conclusion and Recommendations

Limitations of the Study

Appendix 1. Action Plan

Week Lesson Time Date Duration Activity

Comprehension activities with the text named “My

that Wanted to be a Horse”

18. 12.12.2018 40 mins

22. 17.12.2018 40 mins

Comprehension activities with the text named “The Pigeon and

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